GIRLS’  WORK 


Religious  Education  and  the  Younger  Girl 


MAUD  S.  DAVIS 

bureau  of  ^Retigiduf  ' Education 


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/ 


GIRLS’  WORK  SERIES 


Religious  Education  and  the  Younger  Girl 


A  Pamphlet  for  Leaders 


Prepared  by 

MAUD  S.  DAVIS 

Bureau  of  Religious  Education 


Publication  Department 

National  Board,  Young  Womens  Christian  Associations 
600  Lexington  Avenue,  New  York  City 

1920 


Complimentary  Copy 


for 

Promotion  Purposes  only 

Order  from 

THE  WOMANS  PRESS 
600  Lexington  Avenue 

Price . . 


New  York 


Foreword 


THIS  material  has  been  prepared  by  the  Bureau  of  Re¬ 
ligious  Education  for  use  by  all  workers  with  younger 
girls  who  are  working  to  make  religious  education  an 
integral  part  of  any  program.  The  feeling  that  the  term  “activi¬ 
ties  for  girls"  includes  the  whole  cycle  of  a  girl’s  life  is  one 
which  is  accepted  unquestioningly  by  all  workers  with  adolescent 
groups,  both  in  church  and  social  work  to-day. 

This  pamphlet  embodies  all  the  points  of  emphasis  which  the 
Girls’  Work  Bureau  has  always  made  regarding  religious  educa¬ 
tion;  it  has  continually  advocated  that  this  part  of  a  program 
should  run  through  the  entire  program  and  that  it  should  never 
be  thought  of  as  a  separate  element 

Into  this  pamphlet  have  gone  the  thought  and  constructive 
criticism  of  all  persons  on  the  staff  of  the  Girls’  Work  Bureau 
and  many  members  of  the  Bureau  of  Religious  Education. 

This  pamphlet  marks  the  beginning  of  an  effort  to  meet' the 
long  standing  needs  of  workers  with  younger  girls  as  they  plan 
a  well-rounded  program  of  activities,  and  it  is  heartily  recom¬ 
mended  to  all  workers  who  have  felt  “The  Charm  of  the  Im¬ 
possible"  and,  like  Fishin’  Jimmy,  have  started  on  a  quest. 

Gertrude  Gogin 
National  Girls’  Work  Secretary 

February,  1920. 


Digitized  by  the  Internet  Archive 
in  2019  with  funding  from 
Columbia  University-Libraries 


https://archive.org/details/religiouseducatiOOdavi 

S' 


Religious  Education  and  the  Younger  Girl 


“ And  Jesus  advanced  in  wisdom  and  stature,  and  in  favor  with 
God  and  man.” 


Health,  Knowledge,  Service,  Spirit — these  are  the  principles 
for  which  the  Young  Women’s  Christian  Association  has  always 
stood.  They  are  fundamental  to  Girls’  Work. 

The  purpose  of  this  pamphlet  is  to  suggest  material  and  methods 
for  working  out  the  “Spirit”  side  of  the  younger  girls’  program 
through  assembling  those  resources  which  make  possible  “the 
more  abundant  life”  The  definite  aim  is  to  help  leaders  of  girls 
in  their  supreme  task  of  bringing  girls  into  companionship  with 
God. 


Leadership 


Every  girl  has  within  her  certain  instincts  which  can  reach 
their  finest  expression  only  as  her  religious  life  is  nurtured  with 
that  same  care  and  guidance  as  is  used  for  the  other  elements 
which  go  to  make  up  her  life.  Margaret  Slattery  expresses  it 
thus :  “In  the  soil  of  young  hearts  are  the  elements  which  make 
a  sane,  full  output  of  religious  life  possible,  but  cultivation  is 
necessary  and,  if  we  are  to  raise  the  type  of  girlhood,  imper¬ 
ative.”*  The  Spirit  of  God,  which  is  seeking  to  be  recognized  in 
of  the  girl  just  as  truly  as  the  girl  herself  is  seeking,  consciously 
or  unconsciously,  to  know  God,  must  be  allowed  to  find  ex¬ 
pression. 

The  important  thing  is  for  the  leader  to  recognize  that  religion 
touches  all  of  life,  and  is  not  confined  merely  to  the  Bible  class 
or  vesper  service.  These  have  their  place,  to  be  sure,  and  in 
interpreting  the  purpose  of  the  Young  Women’s  Christian  As¬ 
sociation — “to  associate  young  women  in  personal  loyalty  to 
Jesus  Christ  as  Saviour  and  Lord,  and  to  become  a  social  force 
for  the  extension  of  the  Kingdom  of  God,” — the  leader  should 
be  conscious  of  a  desire  to  go  farther  than  merely  to  provide 
the  girl  with  entertainment  or  ethical  training,  or  better  social 
surroundings.  Her  interpretation  of  the  essential  things  in  life 
must  be  so  understanding,  however,  as  to  make  it  possible  for 
her  to  use  even  the  commonest  of  everyday  experiences  to  bring 
to  the  girl  a  clearer  knowledge  of  her  relation  to  God  and  to 
life  as  a  whole.  Beginning  with  the  girl  where  she  is,  the 
leader  should  help  her  to  live  fully  in  her  present  experience; 
then  as  the  girl  grows,  she  can  be  led  on  into  ever  closer  fellow- 

*  Margaret  Slattery:  The  Girl  and  Her  Religion. 


1 


ship  with  God.  The  direction  of  the  life  Godward  is  the  ultimate 
aim  in  all  religious  education. 

“Character  is  caught,  not  taught.”  What  a  challenge  to  leader¬ 
ship  that  implies!  Not  so  much  what  the  leader  says  as  what 
she  really  is — her  tastes,  her  preferences,  the  things  for  which 
she  stands,  the  breadth  of  her  sympathy,  the  largeness  and  fulness 
of  her  life,  it  is  this  indirect  influence  of  character  and  sympathy 
that  counts  most  in  molding  the  lives  of  teen-age  girls.  Friend¬ 
ship  is  the  natural  bond  by  which  the  leader  can  enter  into  the 
girl’s  deepest  experience  and  interpret  to  her  the  meaning  of 
religion  in  terms  of  girl  life.  Only  a  loving,  personal  knowledge 
of  the  individual  girl  will  make  possible  this  relationship.  The 
leader  whose  friendship  with  God  is  real  and  who  thinks  of 
religion  not  as  something  separate  but  as  an  integral  part  of  life 
will  talk  realities  to  girls  as  easily  and  naturally  as  she  plays  with 
them.  She  will  know  how  to  teach  them  the  real  meaning  of 
things  without  making  it  sound  strange  and  distant  by  couching 
it  in  the  conventional  terms  of  religion. 

Girl  Psychology 

In  order  to  develop  the  religious  life  of  the  girl,  one  must 
understand  the  whole  girl,  for  character  depends  not  upon  the 
development  of  the  spiritual  life  alone  but  upon  the  working 
together  of  all  the  agencies  which  go  to  make  up  the  life  of  the 
girl.  The  normal  development  of  girlhood  has  to  do  with  physi¬ 
cal,  mental,  social,  and  religious  characteristics  as  interdependent 
factors.  Why  is  the  period  of  early  adolescence  the  time  for 
securing  commitment  of  the  girl’s  life  in  personal  loyalty  to 
Jesus  Christ?  At  what  age  will  the  girl  respond  most  readily 
to  community  service,  etc.?  A  careful  study  of  the  accompany¬ 
ing  chart  showing  normal  development  of  girlhood,  issued  by  the 
Girls’  Work  Bureau,  will  be  of  inestimable  value  in  helping  the 
leader  to  answer  such  questions  and  to  understand  how  true 
religion  touches  all  of  life. 

Suggested  Reference  Reading:  Girlhood  and  Character  by 
Mary  E.  Moxcey,  pp.  140-155 ;  234-272. 

Needs  of  Girls 

What  are  the  religious  needs  of  the  growing  girl?  First,  she 
must  be  given  food  for  her  growing  self  to  feed  upon — food 
which  is  able  to  sustain  life  and  expand  it,  to  generate  power 
from  within.  Then  there  must  be  a  way  by  which  that  power 
can  be  released,  a  way  by  which  the  girl  may  give  individual 
expression  to  her  feelings  and  emotions. 

Inspiration. 

Inspiration  means  “inhaling — taking  into  the  life  that  which 
creates  high  and  lofty  emotions.”  It  is  a  necessary  part  of  a 

2 


girl’s  religion  and  the  alert  leader  will  find  limitless  opportunities 
for  throwing  around  the  girl  those  influences  which  shall  mean 
an  atmosphere  of  spiritual  uplift  and  stimulate  pure,  healthful 
living 

Knowledge. 

The  little  girl  of  ten  is  keenly  interested  in  everything  about 
her  and  wants  to  know  the  why  and  wherefore  of  it  all.  As 
Mary  Moxcey  has  said,  “the  collecting  instinct  and  the  avidity 
for  stories,  together  with  her  undiminished  power  of  dramatic 
imagination,  make  it  possible  for  her  to  be  at  home  in  the  wide 
world.  Objects  of  other  countries  make  her  eager  to  know  the 
life  of  the  people  who  made  them.”*  Her  questions  are  endless, 
and  wise  is  the  leader  who  sees  in  them  an  opportunity  for 
revealing  something  of  God’s  love  and  greatness.  As  the  girl 
grows  older  and  begins  to  face  questions  which  vitally  affect 
her  living  she  will  be  obliged  to  form  judgments  of  her  own. 
Knowledge  is  essential  if  she  is  to  have  a  background  for  her 
thinking. 

Self-Expression. 

Inspiration  and  knowledge,  however,  are  not  an  end  in  them¬ 
selves.  Only  as  they  serve  to  call  out  power  and  mental  activity 
and  sympathy  on  the  part  of  the  girl  herself  can  they  be  con¬ 
sidered  to  have  played  an  essential  part  in  her  religion.  The 
expression  of  her  own  thinking  and  convictions  through  dis¬ 
cussion,  the  outlet  of  her  emotional  and  sympathetic  nature 
through  service  to  others,  the  spontaneous  turning  to  God  in 
worship — in  ways  such  as  these  the  leader  must  see  that  the 
girl’s  religion  begins  to  function  as  a  normal  expression  of  her 
life. 

Methods  of  Religious  Education 

The  question  is,  how  shall  we  work  out  a  program  of  religious 
education  that  shall  supply  these  needs?  Following  are  some 
suggested  methods  by  which  the  girl’s  religious  life  may  be 
developed : 

Bible  Study 

How  can  Bible  study  be  made  vital  to  teen-age  girls?  They 
may  respect  the  Bible  and  feel  a  certain  reverence  for  what  it 
says,  but  does  it  really  play  a  part  in  their  everyday  lives?  Do 
they  find  in  it  personal  inspiration  and  help?  Margaret  Slattery 
in  her  book,  The  Girl  in  Her  Teens,  has  written  a  chapter  on  the 
girl’s  relation  to  the  Bible,  a  part  of  which  is  here  quoted  : 

*  Mary  Moxcey:  Girlhood  and  Character. 


3 


"How  to  bring  the  girl  in  her  teens  into  touch  with  this  Book 
of  books  so  that  it  shall  exert  upon  her  individual  life  its  won¬ 
derful  power  of  transforming,  purifying,  and  strengthening- 
character  is  a  problem. 

"But  those  who  have  been  trying  hard  to  meet  it  have  learned 
some  things.  They  have  found  that  the  girl  in  her  teens  knows 
little  of  the  history  of  the  Book,  and  that  when  she  is  told  the 
story  of  how  we  got  our  Bible  she  is  intensely  interested.  Its 
wonderful  history,  from  the  time  before  it  lay  in  parchment 
rolls  on  monastery  shelves  and  on  through  the  centuries  until  it 
reached  the  hands  of  ordinary  men  and  women,  and  the  period 
of  their  struggle  to  learn  to  read  that  they  might  know  what  it 
said,  stirs  the  imagination  and  awakens  a  host  of  questions  that 
lead  to  knowledge 

"When  she  begins  to  understand  what  it  has  cost  to  preserve 
the  book,  how  not  only  men  and  women  but  boys  and  girls,  have 
loved  it  and  died  rather  than  betray  it  or  disobey  its  commands, 
it  becomes  to  her  a  new  book,  worthy  of  her  study. 

"But  the  study  of  the  Bible  under  guidance  and  with  every 
means  used  to  make  it  interesting  and  helpful  is  not  all  that  we 
want  for  our  girl.  She  must  be  led  to  find  in  the  Bible  inspira¬ 
tion  and  help.  Every  one  interested  in  the  future  development 
of  the  girl’s  personal  religious  life  is  anxious  to  establish  now,  in 
her  early  teens,  the  habit  of  reading  every  day  the  words  that 
brought  new  life  and  salvation  to  the  world. 

"If,  then,  the  girl  in  her  teens  can  be  taught  something  of  the 
history  of  the  Bible — the  language  in  which  it  has  been  written, 
the  methods  by  which  it  was  compiled  and  translated,  and  finally 
printed — so  that  she  will  not  half  believe  that  in  some  mysterious 
way  it  dropped  down  from  heaven,  or  else  never  even  ask  where 
it  came  from,  if  she  can  be  taught  that  its  men  and  women  were 
real  and  lived  under  real  conditions  in  a  real  world,  if  she  can 
know  something  of  their  struggles,  defeats  and  victories,  and 
learn  to  love  their  psalms  and  poems,  if  she  can  be  led  to  see 
something  of  their  growth  and  development  as  they  waited  for 
Christ  to  come,  then  the  Bible  will  be  to  her  a  real  book,  not  a 
fetish  to  be  worshipped  afar  off. 

"And  if  she  can  be  led  to  seek  in  the  Gospels  and  Letters  of 
the  New  Testament  help  and  inspiration  to  live  honestly  and 
sincerely,  then  the  Bible  will  become  a  tremendous  force  for 
righteousness  in  her  daily  life.”* 

This  challenge  to  make  the  Bible  real  to  the  girls  of  to-day 
is  unescapable.  Every  leader  will  want  to  see  that  her  girls  are 
brought  in  touch  with  the  right  kind  of  Bible  study  for  personal 
use  as  well  as  group  study.  Make  the  Bible  class  hour  a  time 
not  only  for  giving  the  girls  knowledge  as  a  background  for  their 
thinking  but  also  for  helping  each  girl  to  discover  for  herself 

*  Margaret  Slattery:  The  Girl  in  Her  Teens. 


4 


the.  truth  of  the  lesson,  for  ideas  “are  dynamic  and  result  in 
action  only  when  they  become  a  part  of  one’s  own  thought  and 
convictions.” 

Material  Recommended 

The  Girls'  Year  Book 

Daily  Bible  readings,  with  comment  on  “Work  and  Play,” 
“Being  Friends,”  etc. 

Section  I  of  the  Girls'  Year  Book — Grace  Loucks. 

“To  Know  Him,”  adaptable  for  Bible  Study  with  teaching 
outline. 

Studies  in  Knowing  Jesus  Christ — Helen  Thoburn. 

Seven  Chapters  on  finding  “The  Way”  to  God  as  one  is  grow- 
up.  Teaching  outline  included. 

The  Golden  Word — Some  Adventures  in  the  Bible — Katharine 
Richards. 

Eight  lessons  on  how  the  Bible  grew  out  of  man’s  experience 
with  God.  Adaptable  for  the  older  girls. 

Further  suggestions  will  be  found  in  the  Bibliography. 

Dramatization  of  Bible  Stories 

Because  some  form  of  dramatic  expression  almost  inevitably 
appeals  to  a  group  of  girls,  the  dramatization  of  Bible  stories  is 
a  particularly  valuable  way  of  familiarizing  teen-age  girls  with 
the  Bible  and  making  the  stories  vivid  to  them.  The  use  of 
pantomime,  where  one  reads  the  story  while  the  others  act  it 
out,  will  lend  itself  especially  well  to  a  simple  club  program,  and 
the  younger  girl  takes  great  interest  in  representations  that  are 
purely  pantomime  and  require  no  stage  properties. 

The  following  excerpt  from  Clara  Espey’s  Leader  of  Girls  is 
illustrative  of  what  can  be  done  through  simple  dramatization : 

“On  half  an  hour’s  notice  one  rainy  evening  at  a  girl’s  camp 
where  the  prospect  was  very  gloomy  and  forlorn,  the  girls  from 
each  of  the  different  tents  presented  scenes  from  Bible  history, 
ranging  from  ‘Moses  in  the  Bulrushes’  to  the  ‘Wise  and 
Foolish  Virgins.’  From  all  reports,  no  single  camp  experience 
was  more  lasting  in  its  impression,  or  more  talked  of  than  this. 
No  girl  who  saw  the  delight  and  rapture  of  Moses’  mother  when 
left  alone  with  her  baby  after  the  princess  had  withdrawn,  could 
fail  to  sympathize  with  the  real  mother  in  the  story  and  all  that 
it  meant  to  her.  The  effect  of  the  lighted  bits  of  candle  placed 
in  small,  hollow  dishes  for  Oriental  lamps,  carried  by  the  virgins 
through  the  summer  dusk  made  the  New  Testament  story 
strangely  vivid.”* 

Dramatizing  Bible  Stories  by  Elizabeth  Miller  ($1.00)  is  a  most 

*  Clara  Ewing  Espey:  Leader  of  Girls. 


5 


excellent  presentation  of  this  particular  method  of  religious 
education.  The  partial  table  of  contents  here  given  will  afford 
some  idea  of  the  resources  made  available  through  this  one  short 
volume. 

Chapter  II — The  Method  of  Dramatization 
Chapter  III — The  Dramatization  of  ‘‘Joseph'*’ 

Chapter  V — The  Dramatization  of  “Moses  in  the  Bulrushes” 
Chapter  VI — The  Dramatization  of  “Ruth” 

Chapter  VII — The  Dramatization  of  “Queen  Esther” 

Chapter  X — The  Dramatization  of  “New  Testament  Parables” 
Chapter  XII — Bible  Stories  Suitable  for  Dramatization 
Chapter  XIII — Stage  Setting  and  Properties 
Chapter  XIV — Costuming. 

Some  twenty-five  or  thirty  illustrations  serve  as  a  practical  aid 
in  the  carrying  out  of  the  programs. 

Story-telling 

Story-telling  is  one  of  the  most  valuable  methods  of  religious 
education,  especially  for  younger  girls,  for  in  story-telling  a 
unique  opportunity  is  given  to  begin  with  the  group  just  where 
it  is  and  through  carefully  chosen  stories  to  direct  the  thought 
of  the  girl  gradually  and  naturally  toward  the  ultimate  goal  of 
the  purpose  of  the  program.  Stories  appeal  to  the  feelings 
rather  than  to  the  reason,  they  kindle  the  spirit  of  the  imagination 
to  appreciate  the  unseen,  they  reveal  truth  without  offending. 

Stories  may  sometimes  be  used  to  illustrate  a  talk  or  open  a 
discussion,  but  with  adolescent  girls,  as  with  children,  a  story 
makes  its  best  appeal  when  simply  told  without  comment.  The 
value  of  story-telling  as  a  method  of  religious  education  depends 
upon  the  building  of  a  program  for  a  definite  purpose.  Not  en¬ 
tertainment  but  the  teaching  of  a  truth  must  be  the  purpose  of 
the  story  hour,  and  the  story-teller  must  herself  be  possessed  by 
the  purpose. 

In  building  a  program  with  a  message,  stories  must  be  chosen 
which  have  the  same  underlying  thought.  The  success  of  the 
program  depends  largely  upon  the  first  story,  which  should  fit 
the  mood  of  the  girls  and  will,  therefore,  sometimes  have  humor 
as  well  as  interest.  The  leader’s  own  appreciation  and  enjoy¬ 
ment  of  the  story  is  necessary.  Even  the  simplest  fairy  tale  may 
be  used  with  girls  if  the  spirit  of  the  tale  is  interpreted  and  the 
story  not  related  as  fact.  This  excerpt  from  the  report  of  one 
of  our  secretaries  gifted  in  the  art  of  story-telling  may  be  sug¬ 
gestive  : 

“In  using  stories  with  the  various  groups  of  girls  I  tried  in 
each  case  to  adopt  a  plan  which  could  be  adapted.  The  general 
plan  was  to  begin  informally  just  where  the  girls  were  and  to 


6 


lead  through  a  natural  sequence  of  stories  to  the  message  I 
planned  to  give.  Grade  school  girls  were  often  given  a  story- 
game  in  the  beginning ;  then  a  story  which  they  might  tell  to  chil¬ 
dren  ;  following  this,  one  or  two  purpose  stories ;  and  in  closing, 
either  a  world-citizenship  or  Bible  story.  In  high  school  girl 
groups,  I  frequently  began  with  stories  bringing  out  the  thought 
of  service,  sometimes  closing  with  a  story  from  the  life  of 
Christ.  An  interesting  experiment  was  the  use  of  a  simple  but 
very  lovely  fairy  tale  with  a  group  of  older  industrial  girls. 
Their  response  to  the  message  of  the  story  was  very  beautiful  to 
see. 

Suggestive  Story  Programs 

Giving  Unselfishly  (subject  not  announced  to  girls) 

The  Gift  of  the  Magi  (in  The  Four  Million — O  Henry) 

The  Happy  Prince — Oscar  Wilde 
The  Gift  of  a  King — II  Sam.  23:  13-17 

Loyalty 

The  Golden  Horse  and  His  Rider  (In  The  City  That  Never 
Was  Reached — Jay  Stocking) 

Damon  and  Pythias 
Story  of  Ruth 

Service 

The  Patch  of  Blue — Alice  Moore  (obtainable  from  Girls’ 
Work  Bureau) 

The  Wheat  Field  (In  Golden  Windows — Laura  Richards) 

The  Persian  and  His  Sons  (In  World  Stories  Retold — W.  T. 
Sly) 

Legend  of  St.  Christopher 

See  Bibliography  for  further  suggestions. 

World  Citizenship 

World  Citizenship  is  one  of  the  most  interesting  phases  of 
religious  education  and  one  which  carries  us  into  new  avenues 
of  opportunity,  especially  in  these  days  of  awakened  interest  in 
the  peoples  of  the  world.  Some  one  has  reported  as  her  ob¬ 
servation  that  while  the  subjects  for  worship  and  discussion 
which  touch  the  immediate  problems  of  high  school  life  catch 
and  hold  the  girl’s  attention,  there  is  a  vital  interest  in  those 
programs  which  touch  on  the  experiences  of  young  life  in  other 
parts  of  the  world  to-day ;  in  the  case  of  some  girls,  the  greatest 
incentives  to  finer,  personal  living  have  come  from  a  vision  of 
the  accomplishments  and  the  needs  of  people  in  other  parts  of 
the  world. 


7 


Surely  the  period  of  adolescence,  when  the  girl  responds  so 
readily  to  new  impressions  and  is  so  really  interested  in  people, 
is  the  natural  time  to  bring  into  her  consciousness  the  people 
of  other  parts  of  the  world  than  that  which  she  has  known  as 
her  own.  Our  methods,  however,  must  be  such  as  to  naturalize 
the  missionary  idea  in  her  thinking,  rather  than  to  present  mis¬ 
sions  as  a  good  cause  demanding  her  charity.  We  have  been  too 
prone  to  use  the  latter  method  in  the  past,  with  the  result  that 
many  girls  have  acquired  a  feeling  of  antipathy  toward  anything 
that  is  missionary.  But  if  missionary  education  is  presented  in 
a  natural,  vital  way  and  each  girl  taught  to  value  her  citizenship 
in  a  world  made  up  of  human  beings  who,  despite  race  and  color, 
are  very  much  like  herself  after  all,  then  her  interest  will  be 
genuine  and  her  outreach  of  friendship  sincere. 

The  most  effective  way  of  doing  this  is  to  bring  the  World 
Citizenship  idea  into  the  various  club  activities  as  an  integral 
part  of  the  program  rather  than  to  present  it  as  something  apart 
by  itself.  Introduce  the  games  of  other  countries  into  the  gym¬ 
nasium  class  and  recreation  hour;  encourage  the  reading  of  books 
and  stories  of  famous  people  and  interesting  lands  (see  Girl 
Reserve  Book  List)  ;  make  use  of  pictures  and  posters  to  illustrate 
the  life  of  people  of  different  nationalities,  and  of  the  new  moving 
picture  films  on  China  and  Japan,  recently  prepared  in  the 
Publicity  Department  at  national  headquarters.  Include  some 
World  Fellowship  plays  and  pageants  in  the  program  of  dramatic 
presentations.  Be  ready  to  challenge  the  thinking  of  the  girls. 
Some  thought  of  the  non-Christian  religions  might  fall  very 
naturally  into  a  discussion  on  Christian  fundamentals ;  some 
simple  facts  of  the  factory  system  in  Japan  might  easily  be 
worked  into  a  program  on  Child  Labor  and  would  appeal  espe¬ 
cially  to  the  younger  girls  in  industry.  There  is  always  an  op¬ 
portunity  to  let  the  girls  express  their  friendship,  through  some 
act  of  service  or  through  just  being  friends  with  the  foreign- 
born  girls  in  their  own  communities,  or  by  making  the  foreign 
visitor  in  the  Association  feel  at  home.  World  Citizenship  will 
not  be  a  meaningless  term  to  the  girl  whose  club  leader  is  her¬ 
self  committed  to  serving  a  world  brotherhood. 

Suggested  Material 

Free,  to  be  obtained  from  the  Girls’  Work  Bureau 
World  Fellowship  Bibliography 

Annotated  List  of  World  Fellowship  Plays  and  Pageants 
Suggested  Resources  for  Games  and  Stories  of  Other  Lands 
World  Fellowship  Programs  for  Industrial  Clubs 

These  programs  make  available  games,  plays  and  stories 
acquainting  girls  with  life  in  other  lands. 

Publicity  leaflets  on  life  around  the  World,  as  follows: 


8 


The  Land  of  the  Flowing  Realm 
Tea  Cups  and  Crinkling  Tea  Leaves 
In  the  Twin  Drink  Land 
The  Goddess  of  the  Silk  Worms 
Columbia  Goes  A-gypsying 

Salable,  to  be  obtained  from  The  Womans  Press  after  April 
ist — nominal  price 

Precious  Flower  and  the  Flies  (a  Chinese  program) — Helen 
L.  Willcox 

The  Magic  Carpet  (Near  East  program) — Helen  L.  Willcox 

A  Camel  Trip  to  Cairo  (program  on  Egypt) — Helen  L. 
Willcox 

The  Air-route  to  Buenos  Aires  (a  South  American  program) 
— Helen  L.  Willcox 

These  programs  are  semi-dramatic  in  character  and  have 
been  prepared  especially  for  industrial  groups  and  clubs 
of  younger  girls. 

Special  Material 

The  Missionary  Trunk — Foreign  (One  trunk  at  each  of  the 
eleven  field  offices) 

Contains  stereopticon  slides  with  and  without  lectures, 
costumes,  flags,  and  educational  charts. 

Moving  Pictures 
A  Trip  Through  Japan 
Seeing  China  as  it  is  by  the  Y.  W.  C.  A. 

Four-reel  films,  available  through  the  Field  offices. 

Further  suggestions  will  be  found  in  the  Bibliography. 

Discussional  Meetings 

Religious  Education  must  be  more  than  a  “pouring-in”  process. 
Every  girl  must  be  given  the  opportunity  to  think  for  herself 
and  form  her  own  judgment  on  questions  of  right  living.  The 
discussional  meeting  affords  just  such  opportunity  and  is,  there¬ 
fore,  an  essential  part  of  the  religious  education  program.  Per¬ 
haps  no  other  method  will  call  forth  more  tact  and  understand¬ 
ing  on  the  part  of  the  leader  than  will  this,  for  she  must  be  full 
of  resourcefulness  and  must  have  a  clear  view  of  the  intimate 
concern  of  Christianity  with  every  part  of  life.  The  girls  should 
be  given  freedom  to  discuss  any  subject  about  which  they  wish 
to  know.  It  is  the  leader’s  responsibility  to  guide  that  discussion 
from  apparently  trivial  matters,  it  may  be,  to  a  consideration  of 
the  ethical  and  religious  principles  involved. 

Some  very  helpful  suggestions  for  preparing  and  conducting 
discussional  meetings  among  younger  girls  have  been  worked  out 
by  Amanda  C.  Nelson,  Secretary  for  Secondary  Schools.  These 
have  been  printed  in  mimeographed  form  and  may  be  obtained 
from  the  Girls’  Work  Bureau. 


9 


Discussion  Courses  Recommended 

Triangles  for  Girl  Reserves — Alice  G.  Moore 
A  series  of  discussions  with  concrete  illustrations  and  poems 
based  on  the  principles  of  the  Girl  Reserve  Plan.  Free, 
from  Girls’  Work  Bureau. 

A  Girl  at  Her  Best — Alice  G.  Moore 

Discussional  questions  for  grade  school  girls.  Salable. 

Christian  Citizenship  for  Girls — Helen  Thoburn.  Salable. 

Ten  Chapters  on  a  girl’s  relation  to  home,  work,  worship, 
friends,  etc 
Teaching  outline. 

The  Ten  Commandments  in  the  Twentieth  Century — Oolooah 
Burner.  Salable. 

Suggested  series  of  outlines  for  discussional  meetings. 
Adaptable  for  the  older  girls. 

Use  of  Sunday  Afternoons 

A  rich  field  of  opportunity  is  to  be  found  in  the  use  of  Sunday 
afternoons.  No  one  plan  will  fit  all  Associations,  but  the  Sunday 
afternoon  that  will  count  most  for  the  girls  whom  we  so  often 
fail  to  reach  is  the  one  planned,  not  as  an  extension  of  the 
services  of  the  church,  but  from  the  point  of  view  of  the 
Christian  home.  A  special  effort  should  be  made  to  reach  the 
girl  who  is  not  touched  by  the  churches. 

The  Sunday  afternoon  program  should  originate  with  the  girls 
and  might  well  include  indoor  and  outdoor  features.  It  is  im¬ 
portant  that  the  program  have  variety,  and  whatever  it  be — a  hike 
or  a  picnic  in  God’s  out-of-doors,  a  story-hour  by  the  fireside  or 
a  “sing”  at  the  piano — the  Sunday  afternoon  program  should  have 
some  climax  of  an  articulately  spiritual  nature.  The  leader  will 
find  that  it  is  always  possible  to  direct  the  trend  of  thought  God- 
ward  at  some  point  of  the  program,  and  in  so  doing  she  will 
quicken  in  the  girls  a  new  appreciation  of  relative  values. 

Sunday  Afternoon  in  the  City  Association  (io  cents)  is  the  title 
of  a  pamphlet  published  by  The  Womans  Press  which  gives  some 
concrete  suggestions  as  to  how  the  informal  type  of  gathering 
may  become  more  and  more  avowedly  religious  in  character. 

Worship 

“All  thought  is  accompanied  by  feeling  which  tends  to  express 
itself  in  action.  The  religious  life  comes  to  expression  chiefly 
through  two  main  avenues :  worship  and  service.” 

It  is  perfectly  natural  for  a  girl  to  worship.  Everybody  wor¬ 
ships.  In  all  countries  of  the  world,  among  all  peoples  of  the 
world,  men  turn  toward  that  which  they  hold  to  be  sacred.  The 

10 


girl  as  a  child  has  taken  God  for  granted  because  she  has  been 
told  about  Him  by  those  whom  she  trusts,  but  as  she  reaches  the 
age  of  adolescence  those  instincts  which  made  possible  the  growth 
of  a  religious  life  begin  to  unfold.  Given  the  right  kind  of  Chris¬ 
tian  training  in  childhood,  there  comes  at  this  time  of  expansion 
of  the  emotional  nature,  a  religious  awakening  which,  together 
with  the  girl's  quickened  social  sense,  makes  natural  a  spontaneous 
turning  to  God  as  Friend  and  Father.  The  worship  side  of  the 
girl’s  nature  is  ready  to  assert  itself  and  must  be  given  chance 
for  development. 

As  a  child,  the  girl  has  been  praying  with  a  child’s  understand¬ 
ing,  but  prayer  becomes  to  the  adolescent  girl  one  indispensable 
form  of  expression  of  her  newly  developed  religious  aspirations. 
Dr.  Norman  Richardson  says  :  “Prayer  is  now  both  instinctive  and 
indispensable.  It  meets  a  definite  need.  The  impulse  to  prayer 
grows  out  of  the  social  sensitiveness  that  appreciates  confidences 
and  fellowship.  ‘Prayer  is  the  supreme  opportunity  of  friendship 
with  God  kept  vital  by  regular,  deliberate  communion  with 
Him.’  ”*  The  leader  can  help  the  girl  enter  into  fellowship  with 
God  and  speak  to  Him  in  language  that  is  reverent  and  articulate 
by  making  available  for  her  at  this  time  some  of  the  prayers  which 
express  the  experiences  which  the  girl  herself  knows.  As  her 
religious  life  deepens,  it  will  then  become  easier  for  her  to  phrase 
her  own  thoughts  and  share  her  prayer-life  with  others. 

The  girl  in  this  period  of  adolescence,  when  feelings  are  easily 
aroused,  responds  with  special  readiness  and  appreciation  to  the 
beautiful  in  nature  and  music,  art  and  poetry.  These  awaken  in 
her  a  sense  of  wonder;  they  lift  her  out  of  herself  and  lead  her 
to  aspire  to  higher  things.  Thus,  they  become  contributing  factors 
in  the  development  of  the  worship  side  of  her  nature  and  should 
be  given  a  place  in  the  program  of  religious  education.  The  cere¬ 
monial,  too,  has  for  her  a  religious  significance  and  helps  to  give 
fervency  to  her  religious  experience. 

It  is  recommended  that  not  more  than  two  or  three  formal 
vesper  services  be  given  in  the  course  of  a  year,  but  that  when  it 
is  possible,  a  leader  plan  to  have  a  short  service  of  worship  as  a 
part  of  the  regular  Girl  Reserve  program.  Various  innovations 
may  be  worked  into  this  opening  or  closing  service,  but  the  atmos¬ 
phere  can  always  be  made  one  of  worship. 

Material  Recommended 

For  Personal  Worship: 

A  Girls'  Year  Book.  Previously  listed  under  Bible  Study. 

A  Girls'  Book  of  Prayers.  Margaret  Slattery. 


*  Norman  E.  Richardson:  The  Religious  Education  of  Adolescents. 

11 


For  Group  Worship:  Free  material  to  be  obtained  from  Girls’ 
Work  Bureau. 

Poems,  Stories  and  Other  Material  for  Use  at  the  Opening 
Ceremonials  of  Girl  Reserve  Meetings.  Series  I  and  II. 

Services  of  Worship  for  Opening  of  Girl  Reserve  Meetings. 
Alice  G.  Moore. 

A  Christmas  Service.  Mabel  Stone. 

Suggested  Recognition  Service  for  High  School  Clubs. 

Music 

Music  is  a  most  important  part  of  the  service  of  worship,  for  it 
is  the  religious  language  of  the  heart  most  commonly  known, 
especially  to  adolescent  girlhood.  Its  appeal  is  universal.  The  at¬ 
mosphere  of  reverent  meditation  inspired  by  the  thrill  of  solemn 
music,  the  aspirations  aroused  through  appreciation  of  the  divine 
in  music,  the  opportunity  afforded  in  singing  for  each  girl  to  give 
individual  expression  to  her  emotions — herein  lies  the  value  of 
music  in  our  program  of  religious  education. 

The  playing  of  quiet  music  on  the  piano,  or  the  rendering  of 
some  special  musical  selection,  such  as  a  violin  solo,  if  introduced 
at  the  right  time,  may  often  be  the  most  effective  means  of  turning 
the  girls’  thoughts  to  God  in  quiet  meditation.  The  use  of  chants 
and  responses  will  also  help  to  enrich  their  religious  experience 
through  communion  with  Him. 

Various  methods  may  be  employed  for  making  the  singing  of 
hymns  interesting  and  worshipful;  for  example,  an  orchestra 
accompaniment  may  add  a  certain  spirit  of  fervency;  having  the 
girls  occasionally  hum  the  alto  and  tenor  of  hymns  while  a  solo 
voice  sings  the  air  may  give  a  new  sense  of  appreciation;  teaching 
them  the  tenor  of  the  hymns  and  explaining  harmonization  will 
not  only  awaken  interest  but  make  an  emotional  appeal  as  well. 
It  is  assumed  that  unless  a  leader  possesses  some  degree  of 
musical  talent  she  will  not  herself  attempt  to  teach  sacred  music. 
In  nearly  every  Association  of  any  size  some  person  can  be  found 
who  will  be  glad  to  render  service  of  this  sort  if  the  leader  herself 
is  not  qualified  to  do  so. 

Only  good  hymns  that  have  dignity  of  words  and  music  should 
be  used.  Sentimental  words  and  light  music  contribute  nothing  to 
the  spirit  of  worship  and  play  falsely  upon  the  girls’  emotions. 
Help  the  girls  to  love  and  appreciate  the  great  hymns  of  the 
church  ;  let  them  be  sung  over  and  over  again  until  the  girls  have 
learned  them  and  made  them  their  own.  The  girls  will  appreciate 
a  hymn  more  if  they  know  how  it  came  to  be  written  and  under¬ 
stand  what  its  meaning  is  for  to-day.  The  choosing  of  a  club 
hymn  to  express  the  spirit  of  the  club  will  help  to  create  interest 
and  intelligent  appreciation  of  music  as  the  expression  of  one’s 
highest  ideals. 


12 


Suggested  Material 

Hymns  for  Girl  Reserves 

Pamphlet  containing  words  of  hymns  suggested  for  memorizing. 
(Free  )  Girls’  Work  Bureau. 

Chants 

(  P  Come,  Let  Us  Sing  Unto  the  Lord.”  Arrangement  by  Bryce. 
“The  Magnificat.”  Arrangement  by  W.  Russell. 

God  Be  Merciful  Unto  Us  and  Bless  Us.”  Barnaby  arrange¬ 
ment. 

“Gloria  in  Excelsis  Deo.”  Old  Church  Medley. 

Music  for  these  chants  is  in  almost  all  hymn  books ;  all  the 
arrangements  may  be  found  in  “ Hymns  of  the  Church,”  by 
the  A.  S.  Barnes  Compairy. 

Response  to  Prayer 

Hymn  12,  3rd  stanza,  in  New  Episcopal  Hymnal. 

Anthems 

“Ye  shall  dwell  in  the _  land  that  I  gave  to  your  fathers” 
(Thanksgiving.)  Obtainable  from  any  music  publishing  house 
in  quartet  form  at  5  cents  a  copy. 

“Sing,  O  Heavens,”  by  Tours.  Also  published  for  quartet  use, 
but  not  too  difficult,  if  slightly  cut,  for  Christmas  vesper  music 
for  girls. 

“As  Christ  Upon  the  Cross.”  (Easter.) 

Service 

One  of  the  most  natural  ways  for  the  girl’s  religious  life  to  find 
expression  is  through  service.  The  adolescent  girl  has  a  real 
desire  to  be  of  service  in  the  world.  Her  emotional  nature  expands 
not  only  in  love  of  God  but  in  love  of  fellow  man  also.  It  is  the 
leader’s  responsibility  to  see  that  her  altruistic  feelings  are  con¬ 
served  and  directed  in  some  worthy  direction,  that  her  religious 
life  is  allowed  to  express  itself  in  definite,  practical  ways.  The 
kind  of  service  which  develops  character  is  that  rendered  from  a 
purely  Christian  motive.  Not  pity,  but  genuine  love,  must  be  the 
impelling  motive. 

The  girls  will  enjoy  planning  their  own  group  activities,  and  the 
leader  should  let  as  much  of  the  initiative  as  possible  come  from 
them.  She  will  be  able,  however,  to  exert  a  great  deal  of  influence 
in  directing  their  efforts  in  the  right  channels.  Service  which 
recognizes  them  as  individuals  dealing  with  other  individuals  or 
groups  makes  a  special  appeal  to  teen-age  girls,  and  the  leader 
can  awaken  a  desire  for  such  service  by  establishing  personal  con¬ 
tacts  between  the  members  of  the  club  and  those  who  might  be 


13 


served.  A  visit  to  the  day  nursery  or  home  for  crippled  children, 
the  entertaining  of  a  foreign  secretary  or  Oriental  student,  the 
exchange  of  letters  and  pictures,  the  bringing  in  of  the  personal 
element  in  ways  such  as  these  will  help  to  make  the  service  a  real 
joy  to  the  girls  rather  than  a  mere  mechanical  function. 

The  leader  should  provide  also  for  the  broadening  of  the  girl’s 
interests  through  service.  The  church,  the  community,  the  world 
should  each  be  given  a  share  of  the  girl’s  attention ;  through  serv¬ 
ing  them  she  will  instinctively  become  loyal  to  them. 

Suggestions  for  Service  Work 

The  following  suggestions  are  offered  not  in  place  of  but  as  a 
supplement  to  those  listed  in  the  Handbook  for  Leaders  of 
Younger  Girls,  The  Girl  Reserve  Manual,  Suggested  Program  for 
High  School  Club  Work,  etc.: 

Dramatize  a  Bible  story  to  give  in  one  of  the  Sunday-schools  of 
your  community. 

Knit  washcloths  for  mission  hospitals.  This  may  be  done  in  co¬ 
operation  with  the  churches  of  your  community. 

Exchange  scrapbooks  with  Girl  Reserve  Clubs  in  other  countries. 
Make  these  of  pictures  showing  the  kind  of  clothes  you  wear, 
the  houses  you  live  in,  the  recreation  you  enjoy,  as  tennis,  skat¬ 
ing,  etc.  In  exchange,  ask  the  girls  of  other  countries  to  do  the 
same  for  you. 

Give  a  party  for  the  foreign-born  children  reached  by  one  of  the 
settlement  houses  of  your  community. 

Write  to  the  foreign  secretary,  or  secretaries,  supported  by  your 
Association.  Show  your  interest  and  friendship  by  making 
Christmas  gifts  for  her  or  for  the  girls  in  her  Association. 
Earn  money  to  buy  a  Victrola  and  Victrola  records  for  refugee 
children  overseas. 

Make  World  Citizenship  scrapbooks  to  send  to  the  children  in 
some  city  hospital.  The  new  Everyland  Picture  Sheet  Series 
will  provide  excellent  pictures  for  this  purpose.  The  folders 
are  15  cents  each.  For  further  description,  write  to  the  Inter¬ 
church  World  Movement  of  North  America,  hi  Fifth  Avenue, 
New  York  City. 

Community  Relationships 

No  Association  should  feel  that  it  must  of  itself  work  out  the 
whole  program  of  religious  education  for  its  various  groups. 
There  should  be  the  closest  cooperation  between  the  Association 
and  all  other  agencies  in  the  community  working  in  the  field  of 
religious  education,  that  each  may  make  available  to  the  other  the 
special  resources  at  its  command.  The  Association  is  a  specialized 
agency  with  a  constructive  program  for  the  normal  girl ;  its  func- 


14 


tion  is  to  reinforce  the  religious  and  social  work  of  the  com¬ 
munity.  Therefore  it  should,  through  study  and  conference, 
familiarize  itself  with  the  program  of  the  religious  and  social 
agencies  existent  in  the  community  and  should  make  available  its 
own  program  by  sharing  in  the  responsibility  where  any  inter¬ 
church  or  other  united  movement  is  projected. 

With  relation  to  the  Church  in  particular,  the  work  of  the 
Association  is  to  supplement  that  of  the  Church  in  discovering 
and  educating  young  women  for  leadership  in  the  Church,  and  to 
supply  the  particular  needs  of  girls  which  are  not  met  by  the 
other  agencies  in  the  community.  The  Association  has  a  special 
obligation  to  discover  the  non-church  girl  and  reveal  to  her  her 
own  spiritual  needs  and  nature.  Because  of  its  interdenomina¬ 
tional  interests,  the  Association  has  a  unique  opportunity  to  reach 
the  girls  of  the  community  and  through  wisely  planned  instruction 
in  church  history  to  bring  them  into  an  appreciation  of  the  Church 
as  the  living  expression  of  Christianity  in  the  world  to-day  and 
the  direct  outgrowth  of  Christ’s  service  here  upon  earth.  Though 
there  is  at  the  present  time  little  available  material  on  church 
history  to  put  into  the  hands  of  younger  girls  themselves,  Asso¬ 
ciation  leaders  will  recognize  it  as  their  opportunity  and  responsi¬ 
bility  to  bring  to  the  adolescent  girl  such  knowledge  of  the  Church 
as  will  serve  to  strengthen  her  desire  for  church  membership, 
which  most  naturally  arises  in  this  period  of  her  development. 
The  leader  who  covets  for  her  girls  a  church  affiliation  of  vital 
significance  in  their  lives  will  make  the  Church  of  first  importance 
and  will  plan  her  club  program  so  as  in  no  way  to  hinder  but 
rather  help  the  girls  observe  the  different  seasons  of  the  church 
year;  she  will  encourage  participation  in  the  great  festival  services 
of  the  churches,  as  well  as  cooperate  in  the  less  formal  celebra¬ 
tions,  such  as  Mothers’  Day,  Mother  and  Daughter  Banquets, 
Annual  Girls’  Day  in  the  Churches,  etc. 


Thus  it  is  seen  that  the  Association,  through  its  own  program 
and  through  cooperation  with  other  agencies  in  the  community, 
has  rich  opportunity  for  making  religious  education  a  determining 
factor  in  the  life  of  growing  girls.  And  why  should  we  give 
thought  and  care  to  the  planning  of  a  program  of  religious  educa¬ 
tion  for  younger  girls?  Is  it  only  that  we  may  supply  the  girl 
with  that  which  shall  bring  about  the  fullest  development  of  her 
individual  life  in  its  relationship  to  God,  or  is  it,  also,  that  looking 
into  the  future  we  seek  so  to  mould  her  character  as  to  make  her 
womanhood  a  force  for  righteousness  in  the  world?  So  long  as 
the  world  needs  women  to  interpret  the  human  relationships  of 
life,  girls  must  be  trained  to  assume  their  share  of  responsibility 
as  women  in  helping  to  bring  in  the  Kingdom  of  God  upon  earth. 


15 


Bibliography 

(For  Girls  under  18) 

1.  Personal  Devotion 

The  Girls’  Year  Book  60  cents 

Daily  Bible  Readings  and  comment  in  a  girl’s 
language.  Can  be  begun  at  any  time  of  year. 

A  Girl’s  Book  of  Prayer — Margaret  Slattery  60  cents 

2.  Bible  Study 

Studies  in  Knowing  Jesus  Christ — Helen  Thoburn 

40  and  85  cents 

Seven  Chapters  on  finding  “the  Way  to  God  as 
one  is  growing  up.”  Teaching  outline  included. 

The  Golden  Word — Katharine  Richards  70  cents 

Eight  lessons  on  how  the  Bible  grew  out  of 
man’s  experience  with  God. 

Adaptable  for  the  older  girls.  60  cents 

Section  I  of  The  Girls’  Year  Book — Grace  Loucks  15  cents 
“To  Know  Him,”  is  adaptable  for  Bible  study, 
with  teaching  outline. 

The  Story  of  Jesus  as  Mark  Told  it — Sara  S.  Kirk  15  cents 
An  outline  study  of  Mark,  arranged  for  those 
who  are  just  beginning  a  study  of  the  Gospels. 

Twelve  lessons,  with  questions  for  discussion. 

Jesus’  Teachings  About  Life — Sara  S.  Kirk 

Twelve  lessons  covering  the  teaching  of  Jesus 
as  it  is  found  in  the  Synoptic  Gospels,  with 
special  emphasis  on  his  hope  of  a  new  world 
order.  A  brief  outline  with  questions  for  dis¬ 
cussion. 

Out  of  Doors  in  the  Bible — Ethel  Cutler 

Outdoor  people  of  both  Testaments.  Especially 
adapted  to  Eight  Week  Clubs  and  other  summer 
groups. 

Jesus  the  Friend  of  the  People — Sara  S.  Kirk 
Outline  only.  Good  for  younger  girls. 

Jesus  the  Man  of  Galilee — Elvira  J.  Slack 
Adapted  for  a  long  or  short  course. 

Studies  in  the  Books  of  Ruth  and  James — 

Sidney  A.  Weston 
Students’  textbook  12V2  cents 

Teachers’  Manual  15  cents 

Three  lessons  on  Ruth  and  nine  on  James  ;  could 
be  used  as  separate  courses.  Questions  for  class 
discussion.  (Part  4,  Course  XII,  International 
Graded  Sunday-school  lessons.) 


15  cents 


15  cents 


1  cent 
35  cents 


16 


3-  Christian  Standards 

Christian  Citizenship  for  Girls — Helen  Thoburn 

25  and  50  cents 

Ten  chapters  on  a  girl’s  relation  to  home,  work, 
worship,  friends,  etc.  Teaching  outline.  10  cents 

A  Girl  at  Her  Best — Alice  G.  Moore  10  cents 

Discussional  questions  for  grade  school  girls. 

The  Ten  Commandments  in  the  Twentieth  Century — 

Oolooah  Burner  25  cents 

Suggested  series  of  outlines  for  discussional 
meetings.  Adaptable  for  the  older  girls. 

4.  World  Citizenship — Suggestions  for  Book  Shelf. 

For  girls  10  to  15 — (See  Girl  Reserve  Book  List) 

Children  of  the  Light  House — Charles  Lincoln  White 

25  and  40  cents 

African  Adventurers — Jean  Mackenzie  (paper  cover)  30  cents 


Third  Inch  of  the  Inch  Library  75  cents 

Nine  leaflets,  boxed  in  an  inch-wide  case,  on 
girls  from  other  countries,  “geographical  ad¬ 
ventures  in  friendship.” 

Jack-of-all-Trades — Margaret  Applegate  50  cents 

Hindu  Tales — Teresa  Pierce  Willston  75  cents 

Japanese  Fairy  Tales — Teresa  Pierce  Willston 
First  Series  75  cents 

Second  Series  50  cents 

For  girls  15  and  over  (See  Girl  Reserve  Book  List) 

How  the  Other  Half  Lives — Jacob  Riis  $1.25 

Mary  Slessor  of  Calabar — William  P  Livingston  $1.50 

Black  Sheep — Jean  Mackenzie  $1.50 

My  Chinese  Days — Gulielma  F.  Alsop  75  cents 

Letters  to  Betsy — J.  L.  Cody  $2.00 

The  Lady  of  the  Decoration — Frances  Little  $1.25 


Additional  Suggestions 

The  Land  of  the  Golden  Man — Anita  B.  Ferris 

50  cents  ;  paper  30  cents 

A  South  American  story. 

Tama — The  Diary  of  a  Japanese  School  Girl — 

Florence  Wells  75  cents 

A  real  diary,  giving  glimpses  of  the  life  of  a 
Japanese  boarding-school  girl. 

Waxwing — Caroline  Atwater  Mason  30  cents 

A  delightful  missionary  story  for  girls. 

Foreign  Magic — Jean  Carter  Cochran  $1.50 

Stories  of  the  people  of  China. 

India  Beloved  of  Heaven  $1  00 

Interesting  stories  giving  an  idea  of  the  changes 

17 


in  life  and  thought  that  are  coming  over  India. 

Japan  To-day — Ruth  Emerson  25  cents 

Six  stories  of  the  life  of  Japanese  women. 

Shanghai  Sketches — Jane  Shaw  Ward  30  cents 

Seven  chapters  making  vivid  the  life  of  Chinese 
women,  with  discussion  questions. 

The  Least  of  These  in  Colombia — Maude  Williams  $1.25 
Stories  of  Indian  women  in  South  America. 

Evcryland  $1.50  a  year 

A  monthly  magazine  published  by  the  Missionary 
Education  Department  of  the  Interchurch  World 
Movement,  160  Fifth  Avenue,  New  York  City. 


Source  Material  for  Leaders 

1.  Psychology 

Girlhood  and  Character — Mary  E.  Moxcey  $1.50 

The  Girl  and  Her  Religion — Margaret  Slattery  $1.00 

The  Girl  in  Her  Teens — Margaret  Slattery  50  cents 

The  Religious  Education  of  Adolescents — 

Norma  E.  Richardson  $1.50 

Leaders  of  Girls — Clara  Ewing  Espey  75  cents 

2.  Special  Material 

Fellowship  Prayers — Sarah  E.  Dickinson  75  cents 

Specially  prepared  by  a  board  member  for  use 
in  board  and  committee  meetings. 

The  Shorter  Bible  $1.00 

For  personal  reading. 

The  Story  of  Oier  Bible — Harold  B.  Hunting  $2.00 

A11  interesting  and  popular  study  of  the  origin 
of  the  books  of  the  Bible. 

Dramatising  Bible  Stories — Elizabeth  Miller  $1.00 

A  presentation  of  the  methods  of  dramatization 
with  concrete  suggestions. 

3.  World  Citizenship  Material 

Merry-Go-Round  the  Orient  30  cents 


Entertainments  with  an  Oriental  Atmosphere. 

Children  at  Play  in  Many  Lands — Katherine  Stanley  Hall 

75  cents 

The  games  of  different  lands,  with  directions  for 
costumes. 

Native  Melodies  10  cents  each 

Eight  page  pamphlets  of  songs  in  the  native  lan- 


18 


guages  of  Armenia,  Bulgaria,  China,  Japan, 

North  American  Indian  and  Telugu.  Their  use 
introduces  a  unique  feature  into  club  programs. 

4.  Dramatic  Material 

(Send  to  the  Bureau  of  Pageantry  and  the 
Drama,  600  Lexington  Avenue,  New  York  City, 
for  a  List  of  Plays  and  Pageants  which  includes 
a  carefully  selected  list  of  forty  religious  plays 
and  pageants  with  brief  description  of  each) 

5.  Technical  Pamphlets 

Sunday  Afternoon  in  the  City  Association  10  cents 

Concrete  suggestions  for  the  informal  type  of 
gathering. 

6.  Story-Telling 
Collections  of  short  stories: 

The  Golden  Windows — Laura  Richards  $1.35 

Story  Tell  Lib — Annie  Trumbull  Slossom  75  cents 

The  Richer  Life — Walter  Dyer  75  cents 

World  Stories  Retold — W.  T.  Sly  $1.00 

All  books  referred  to  above  may  be  ordered  through  The 

Womans  Press,  600  Lexington  Avenue,  New  York  City. 

Suggested  Story  Programs 

Purpose : 

Story  of  Louisa  Alcott 

Story  of  Helen  Keller 

The  Vision  of  Anton  ( The  Richer  Life — Walter  Dyer) 

Work : 

The  Cobbler's  Son 

The  Story  of  Ching  Wong  (In  The  Richer  Life — Walter 
Dyer) 

Home : 

About  Angels 

(In  The  Golden  Windows — Laura  Richards) 

The  Story  of  the  Bible : 

How  It  Was  Made  (Old  Testament  stories  of  men  who 
helped) 

The  Story  of  an  Ancient  Hymn  Book 

Stories  of  the  Prophets 

The  Story  of  the  Unity  of  the  New  Testament. 

19 


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